Editorial ISSUES OF LINGUISTIC IMPERIALISM AND THE HIDDEN CURRICULUM (original) (raw)
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The global spread of English and the resultant explosion of English Language Teaching in many parts of the world have been termed as "Linguistic imperialism" by Phillipson (1992). According to his theory, English has been cleverly promoted around the world by the British and American agencies with the sole intention of increased profit and continued domination of third world countries. This view also holds that this spread is detrimental to the local languages and cultures. Many other scholars and academics from all over the world have joined the debate bringing to the fore issues such as nature of domination, ways of resistance, cultural and linguistic hybridity and pluralization, identity politics, representation and appropriation of English, etc. The reactions to Phillipson's top-down structural view of domination have thus been marked by competing narratives and interpretations. In this paper I review the debates and make an attempt to characterize the opposing positions pertaining to the global spread and role of English today.
Linguistic Imperialism, linguistic democracy and English language teaching
In response to the assumptions of linguistic imperialism and cultural homogeneity, especially explained and reacted to in Phillipson (1992), the present article raises ten contradictory arguments, which put the native speakers' hegemony in international uses of English under question. Advocating cultural awareness, and intercultural competence, this article calls for the interlocutors' mutual appreciation and cooperation of cultures to strengthen international relationships. Finally through an attempt to specify the problems with the 'native speakers' dependency view, the article proposes linguistic democracy as the alternative paradigm and elaborates on recognition of cultural diversity in ELT.
Linguistic Imperialism & Cultural Politics in English Language Teaching World
The article reviews the deeply embedded imperialistic history in the language teaching and learning landscape. It critically looks into two identical articles yet thematically quite disparate angles that reveal the most pressing and talked about concerns around the imperialist institutions since the incipience of the idea of linguistic imperialismas well as subconscious subscriptions to secret following of the colonizers’ cultural nuances by non-native teachers and learners through teaching and learning materials made available by the UK and USA. It concentrates its focus on age long topics such as the tendency among no-native learners and teachers towards perfecting and prioritizing phonology, near-native proficiency, and inclusion of native culture in their conversation, teaching, and reading. Finally, the wilful evasion of the admission by non-native speaker teachers and students alike to the consequences of being subtly inculcated into western culture due to the West’s strategic launching of discipline like TESOL to silently avoid thewatch of non-native speakers is discussed with much greater profoundness.
Linguistic Imperialism and Foreign Language Teaching
This paper unfolds into two parts: The first part presents arguments against linguistic imperialism. The relationship between the center countries and the periphery countries is examined by giving specific examples from Turkey. The center countries are namely the USA and England. They produce both language materials and language teaching methodology. The periphery countries are those countries that are dependent on the center countries with respect to materials and methodology. The second part of the paper discusses some proposals to reduce the detrimental influence of linguistic imperialism on language education.
LINGUISTIC IMPERIALISM IN ENGLISH-MEDIUM HIGHER EDUCATION
The Routledge Handbook of English-medium Instruction in Higher Education, 2024
The text starts with a history of scholarly languages, and continues with a Table that relates the central constituents of linguistic imperialism to the impact of English in higher education and the consequences for other languages. There are examples of this during colonisation and current neoimperialism. The agenda of British promotion of English-medium is presented, and related to the politics of knowledge, and the need to decolonise higher education.
Education and Imperialism: A Critical Study of English Language Teaching
This article is my small contribution in the field of linguistics. This oversight obtains readings of the historical record of language education policy and present practice in the context of Pakistan. To illuminate this, I structure the article in six parts. I begin by introducing the general concepts about education and imperialism. Second, I review the historical development of English Language Teaching (ELT) in the light of Robert Phillipson. Third, I contribute to that debate by quoting Gandhi and my own experiences related to education and culture. Fourth, I explain three major phases of education life and I elaborate its social, ideological and linguistic dynamics. Fifth, I explore ELT policies and its support for only elite culture. Finally, I elaborate the effects of science and media on local culture.
English as an International Language: A critical approach
IOSR Journal of Research & Method in Education (IOSRJRME)
The aim of this work is to study the pathway in which the English language has been through, to analyze the predictions concerning to he future of the language, the number of speakers, its consequences for other languages, including aspects of cultural imperialism and to observe how these impacts will reflect on the teaching of the language itself. These objectives were pursued through the reading of theoretical conceptions, after done that it is proper to assume that the English language will, in some years, become an International Language with more second languages speakers than the native ones, and up to now there is no other language that may rival English in it´s role of "Lingua Franca".
Linguistic imperialism re-visited ? or re-invented. A rejoinder to a review essay
International Journal of Applied Linguistics, 1999
I could have chosen to ignore Robert King's review of Linguistic imperialism continued (2009, published by Orient Blackswan for seven South Asian countries and by Routledge for the rest of the world), but I think readers of World Englishes deserve something more informed and scholarly. By his own admission, King had a toxic reaction to the book. He reacted in the same way as he does to Chomsky's writings. Chomsky's crime? To have documented in detail the workings of USA as a global empire that upholds an unjust world order and many oppressive regimes, including Israel. Mine? Similarly letting down the side (in the view of supporters of an exploitative status quo) by documenting how the dominance of English is maintained worldwide and whose interests the English teaching profession serves.
Realities and Myths of Linguistic Imperialism
Journal of Multilingual and Multicultural Development, 1997
This is a response to Alan Davies's review article 'Ironising the Myth of Linguicism' (1996). It summarises principles for the analysis of linguistic imperialism and demonstrates that the phenomenon is far from mythical. The theoretical anchoring is followed by a response to some of the specific points raised by Davies so as to show that his fairly sweeping generalisations are not justified. In conclusion, issues of educational aid, its myths and realities, are raised and some pointers for future action indicated. ¼ scarcely any attention has been paid to what I believe is the privileged role of culture in the modern imperial experience, and little notice taken of the fact that the extraordinary reach of classical nineteenth-and early twentieth-century European imperialism still casts a considerable shadow over our own times ¼ direct colonialism has largely ended; imperialism, as we shall see, lingers where it has always been, in a kind of general cultural sphere as well as in specific political, ideological, economic, and social practices.